Inclusion Task Force: Year One Report May 20, 2015
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Inclusion Task Force: Year One Report May 20, 2015 About the Task Force Mission ­ To guide the planning, evaluation, refinement and expansion of inclusive practices in the North Penn School District Initiated in December 2014 Group encompassing teachers, administrators, parents, assistants, students Five teams Data Analysis Best Practices Program Evaluation Inclusive School Culture Professional Development Steering Committee Guided by a Three­Year Plan What have we accomplished to date? Best Practices Created a common definition of inclusion for North Penn ”Inclusion is an educational philosophy which provides access and belonging to all students within their school community. Based on individual needs students will receive accommodations and modifications in the general education classroom to enable them to reach their full potential while maintaining the integrity of the curriculum.” Best Practices – Models and Practices to Support Inclusion Created document highlighting the following models: Co­Teaching Six models Push­in support Inclusion Facilitator Role Curriculum Specialist Role Differentiated Instruction Resource to be posted on Inclusion SharePoint for all staff Best Practices – Recommendations Provide common planning time for co­teachers. Special education teachers should work with no more than 2 classroom teachers during the day in order to successfully plan and implement lessons and modifications. Review schedules of special education teachers to ensure IEP development and meetings do not interfere with teaching responsibilities. Investigate the possibility of a curriculum specialist for inclusion to assist with in­service and training, and support teachers with accommodations and modifications. Create a resource map for each building and update as changes occur. Communicate regularly. Designate a point person in each building to discuss plans monthly. Provide additional professional development. Best Practices – Administrative Training A number of training sessions for administrators occurred throughout the year District Admin Meetings Joint Principal and Special Ed Supervisor Meetings Topics Vision for Special Education (August 2014) Co­Teaching (August 2014) Implementing Inclusion: Implications for School Leaders (September 2014) Review of Special Education, Co­Teaching and Inclusion Data (November 2014) Follow­Up – Book Discussion (November 2014) Task Force Updates and Data Analysis (March 2015) Facilitated Self­Assessment Data Review (May 2015) Vision into Action – What You Need to Think About (May 2015) Resource Mapping Co­Teaching Accommodations and Modifications Leading Change Administrative PLCs on Inclusion to be held this summer Best Practices – PD Recommendations Differentiated instruction training provided with specific examples Training on IEP implementation for all staff Co­teaching – training for new pairs and create video library of effective co­teaching practices Training on how to choose appropriate key concepts for students requiring modifications Professional development on supporting social needs of students with disabilities Training on how to grade students receiving modifications Parent training (more information from Inclusive School Culture report) Resource Directory (Inclusion SharePoint to be developed) Professional Development Initial role versus evolving role Team members paired up with a curriculum areas Professional Development team members will work with curriculum department to embed accommodations and modifications into existing professional development Will provide support with assessment development and universal design This includes Students with Disabilities, Gifted Students and English Language Learners Professional Development ­ Goals Staff will be able to differentiate between an accommodation and modification, and when it’s appropriate to use each Staff will be able to develop effective accommodations and modifications that are individualized according to students’ needs Professional Development – Looking Ahead Expand the Inclusion PD Leadership Committee to include at least one teacher representative from each building Work with each building’s principal and special education supervisor to provide short monthly PD sessions on differentiated instruction and inclusionary practices during monthly faculty meetings Develop a long­range plan on how to address recommendations from Best Practices committee Program Evaluation Developed a document of all current special education programs in the district, descriptions and profile of students served – in process of finalization Least Restrictive Environment Facilitated Self­ Assessment Adapted from the California LRE Initiative Conducted in every elementary building in April Will be conducted in every secondary building in June Program Evaluation ­ FSA FSA rates buildings on eight factors related to successful inclusive practices. School Culture and Climate Vision and Leadership Collaboration Instruction Access Parent/Student Involvement Structures Professional Development Each category contained seven questions rated on a 4, 3, 2, 1 scale. Small groups, led by facilitators trained on the FSA, discussed and arrived at consensus. Top three priorities were identified for each building. Priorities to be included with School Goals Inclusive School Culture The committee met in January as a whole group to discuss guiding questions around the following: Cultivating parent partnerships Understanding inclusion Making the IEP process more easily understandable and less intimidating Self­determination for students with disabilities – how they can become more actively involved in their education Keeping inclusion visible in the community Subsequently, small groups have prioritized work around the following: Identifying elements that are intimidating or confusing Identifying barriers to parent participation and/or engagement in the IEP process Articulating impediments to smooth annual transitions, from grade to grade and level to level Inclusive School Culture – Recommendations Professional development Explore and adopt best practices/guiding principles with regard to leading productive IEP meetings Develop solid and meaningful measurable goals and clear methods of communicating progress to parents Ensure understanding among educators at all levels ­­ programs, expectations, case management, etc. Improve communication Solicit meaningful parent input for the IEP (through forms/templates) Provide present levels data prior to meetings Develop a continuum of mechanisms to facilitate smooth annual transitions through structured meetings or informal communication. Inclusive School Culture – Recommendations Share information Create North Penn Special Education Parent Portal on district website Interactive Parent forum Inclusion resources Family friendly forms Explanation of the IEP process Community resources Build Trust Establish consistency in processes and the allocation of resources across buildings and levels Partner with North Penn Parent Special Education Council Work Together District­wide and community celebration of Inclusive Schools Week December, 2015 Inclusive School Culture ­ Inclusive Schools Week Advancing an international dialogue on the importance of building inclusive schools/communities, where all students can access full educational opportunities. Creates awareness to benefits and challenges faced by inclusive schools. Joins school community in a common purpose. Reflection on where we are and where we are going. Inclusive School Culture ­ Kick­Off to Inclusive Schools Week CinemAbility Red Carpet Event – December 4, 2015 Fundraising and networking opportunity for NPSEC/PEAC Opportunity to increase community awareness regarding Inclusion Task Force Method of introducing community to inclusive organizations Cinemability Trailer Data Analysis GOALS: Provide an overall summary of the data. Note trends and patterns. What inferences and explanations can we draw from these data sets? What additional data might we explore to verify our explanations? Or deepen our understanding? What additional steps are needed? Data Analysis ­ LRE Data – 2012­2015 Data Analysis ­ Special Ed Referrals – 2010­2015 Data Analysis Referral rate has decreased dramatically, particularly at elementary Rates of LRE have increased, particularly at the elementary level Elementary Reading and Math Achievement for all students, as well as IEP subgroup, has declined over time Possible Root Causes for Trends RTII has decreased referral rates? Elementary IEP subgroup previously artificially inflated and now a more truer picture of performance? Inclusion isn’t working? Inclusion isn’t being implemented properly? Data Analysis – Elementary Teacher Survey Data Analysis – Elementary Teacher Survey 54% 51% Data Analysis – Elementary Teacher Survey Data Analysis – Overall Impressions Weaker correlation between inclusion and achievement at elementary Why? Stronger correlation between inclusion and achievement at high school RTII has yielded reduced special ed referral rates. For students with IEPs, has it had intended instructional outcome or are we just now seeing a more accurate picture of IEP student performance? About half of elementary teachers who teach self­ contained LA or Math do not use grade level materials for instruction Elementary SE teachers have positive perceptions about inclusion Overall Elementary PSSA scores have dropped More significant decline for IEP subgroup Need to shift the focus from moving students into regular ed to what happens in regular ed…”Beyond access” Other Accomplishments/Projects… Video on Best Practices in North Penn developed and shared with elementary Will be shared with secondary schools in June Data from facilitated self­assessments to be incorporated into School Goals Plans Montgomery County Down Syndrome Interest Group Partnership Planning for Inclusive Schools Week/Cinemability Event Summer Goals Finalize the vision for special education based upon input from multiple constituents Special Education Website Development – resources for families, North Penn information, important forms, guides to the IEP process, etc. Development of special education SharePoint Resource Library for staff – exchange of curricular resources, best practices, etc. Building data teams incorporate Inclusion and Special Education data into their School Goals Plans Plan for Montgomery County Down Syndrome Interest Group Partnership event on August 24­25 Professional Development Team works in conjunction with Curriculum Supervisors to embed inclusive practices into PD for 2015­2016 Includes Students with Disabilities, English Language Learners, Advanced and Gifted Learners Plan and implement Professional Learning Communities for administrators on Leading Inclusive Schools Year Two Goals Communicate the vision for special education and inclusion as well as the work accomplished by the Task Force in Year One to North Penn staff and families Continue data analysis related to inclusive practices Investigate possible root causes further Analyze student demographic information related to disability, socio­economic status, race/ethnicity, giftedness Analyze the role of the special educator as it currently exists and the impact this may have on student growth and achievement. Make recommendations moving forward. Development of a Parent Resource Guide – Demystifying the IEP Process Year Two Goals (continued) Development of mini Professional Development sessions on inclusion Professional Development – working with curriculum department on accommodations and modifications for students with disabilities, English Language Learners, and Gifted/Advanced Learners Develop measures of effectiveness – how will we know if inclusion is working?? Develop a multi­year action plan for successful inclusion of our advanced and gifted learners with special consideration to… Flexible grouping Cluster grouping Acceleration Refinement of gifted screening process Implement activities for Inclusive Schools Week (December 7 – 11) Hold a red carpet event in conjunction with PEAC on Cinemability Documentary to bring awareness to the North Penn community Change is a process, not an event. PREPARING FOR CHANGE Determine what needs to change Ensure there is support from upper management (there is) Create the need for change Manage and understand doubts and concerns BEHAVIORS MOVE TOWARDS DESIRED RESULT Communicate often Dispel rumors Empower action Involve people in the process SUPPORT THE CHANGE SO IT DOES NOT GET LOST Anchor the change into the culture Develop ways to sustain the change Provide support and training Celebrate success! WHERE ARE YOU ALONG THIS CONTINUUM??? Source: Kurt Lewin By the end of 2016­2017… Increased achievement of students with disabilities and other subgroups of students All learning support students included to the maximum extent possible and pulled only for time­bound, research­based interventions Students with significant disabilities meaningfully included in subjects as identified by their IEPs Decrease in one­teach/one­assist co­teaching models and increase in more collaborative models Effective professional development implemented related to inclusion Supportive structures in place for staff implementing inclusion (professional development, scheduling, time, resources) Strengthened parent partnerships THE WORK IS NEVER DONE!
